Preparing for Jobs that Don’t Exist Yet

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Preparing for Jobs that Don’t Exist Yet

Introduction

Education in higher learning institutions has faced dynamic changes to adjust to the technological invention and management needs. As such, colleges have changed their dimension of preparing learners for the jobs that do not exist to enable them to adjust favorably to the changing sustainable technology in the job markets. Gretchen Frazee, in her article, describes how colleges prepare students for jobs that do not exist by reflecting on the historical market and the current market trend. Therefore, this paper presents Frazee’s main point, the hyperlink argument that supports her notion and my personal comment concerning the subject.

Author’s Main Points

Gretchen Frazee’s main points in her article describe how higher learning institutions prepare their students for the jobs that do not exist today but are a reflection of the future needs of life sustainability. The emergence of new technology and the need to satisfy current human needs has made the colleges adjust by training the student in the new skills that aim at fulfilling the future demand in the management and the technological fields (Frazee, 2018). Historically, the contemporary mainstream career never existed like social media managers, the plant operator, and computer engineering, which reflect the changing needs the colleges need to adopt. The author offers a variety of evidence to support her argument by conceptualizing the idea of the need for colleges to match degrees with the jobs. Also, the author describes how the college lecturers and the managers in the industries are advising the students and the learning institutions to avoid thinking about higher education as a four-year linear journey by majorly initiating learning in every field of experience to accelerate innovation (Frazee, 2018). Moreover, the author supports her idea by explaining the need to find ways of filling the skill gaps through internships and by offering additional courses like the web-design, data analysis, and digital marketing. Most importantly, the author describes the importance of making the classrooms more like offices by equipping them with technological devices and using the technological models for teaching like 3d-printed limbs that the Students have applied at the University of Central Florida.

Hyperlink

The hyperlinks in the article give additional information to support the argument of Gretchen Frazee. The most crucial hyperlink that did not exist justifies Frazee’s points on colleges training students on the jobs that do not exist by giving an in-depth explanation of the jobs that never existed in the last ten years. Information is added to the author’s notion by reviewing the article’s content. The hyperlinked article uses the examples of Facebook, Twitter, and iPhones that never existed and were in their infancy states by 2006 (Halett & Hutt, 2016). Also, the emergence of technological companies accelerated rapid advancement in technological fields like artificial intelligence, biotechnology, and genomics. As such, the jobs that arose from the millennial generations are applied developers that help develop iPhone apps and smartphones and the social media managers that manage Facebook, Twitter, and Instagram to accelerate the brand engagement with the customers (Halett & Hutt, 2016). Also, the Uber driver positions have been created with the emergence of technology since the foundation of Uber in 2009. The driverless car engines have continued to spring due to increasing inventions, creating job opportunities in engineering fields, software developers, and mechanics. Most importantly, Cloud computing specialists are the jobs described by Frazee that enable businesses to strategize technological initiatives. Other job opportunities described by the hyperlinked articles that I never knew about before are data scientists, sustainability managers, millennial generation experts, and drone operators.

Personal Comments

I agree with the author’s description of colleges’ methodologies in training students for jobs that do not exist to capture future technological and human needs. The author also provides the future trends of technology and the analysis by the specialists like the managers and the professors like Jonathan Blake Huer, a professional education consultant who reasons in support of the dynamic learning to adjust to the changing market needs in organizations (Frazee, 2018). My experience and knowledge in robotics have enabled me to conceptualize the idea generated by the author about the future artificial intelligence technology that fulfills human needs. Furthermore, having a conversation with others about the trend of the college education system influences my thinking on the need to use the idea taught at school to conceptualize innovative ideas in the technology field into practice.

Conclusion

Overall, Frazee’s argument on the changing teaching methodologies gets based on adjusting to the future job market needs. In her notion, Frazee describes that learning should be a continuous process even after finishing degrees, the importance of equipping a classroom with technological devices like offices, and the methodologies of bridging the skill gap. Furthermore, the hyperlink creates a paradigm through which the author’s argument is supported by the new job markets like cloud computer engineering, social media management, and robotics. Therefore, agreeing with the author creates an insight through which I have accepted the innovative changes in the job market, which requires changes in the teaching and learning process.

References

Frazee, G. (2018). How colleges are preparing students for jobs that don’t exist yet. PBS. NewsHour. https://www.pbs.org/newshour/economy/making-sense/how-colleges-are-preparing-students-for-jobs-that-dont-exist-yetHalett, R, & Hutt, R. (2016). Ten jobs that didn’t exist ten years ago. World Economic Forum. https://www.weforum.org/agenda/2016/06/10-jobs-that-didn-t-exist-10-years-ago/